Leadership in global education /assignment 1: protecting the

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Assignment 1: Protecting the Environment: Training in Environmental Law in Indonesia
Due Week 9 and worth 130 points

Read the article titled “Lessons learned from the Indonesia Australia Specialised Training Project, Environmental Law and Enforcement”, located here. This case study describes a 12-week “Environmental Law and Enforcement” workshop the International Development Law Organization (IDLO) held in Sydney, Australia for a group of 18 Indonesian, judges, prosecutors, environmental law enforcement officers, and environmental non-government organizations’ lawyers. Thoroughly review this case study and the challenges posed to global educators contained within this case study. Concentrate on the leadership skills that will be needed to create and maintain educational opportunities in this stricken community for students of all ages and for all subject areas. 

Write a 4-6 page paper in which you:
1.Differentiate between global and multicultural education and how each was exemplified in this example.
2.Speculate on the salient manner in which the environmental law and enforcement workshop could possibly prepare its attendees to address the myriad of unique challenges that the Indonesian context might pose. Justify your response.
3.Hypothesize the extent to which instructional interventions would reduce future degradation of Indonesia’s environment. Provide justification for your hypothesis.
4.Prepare an argument that convinces government officials to educate local citizens and lawmakers each to prevent future damage to the environment and provide strategies for improving enforcement of environmental law. Provide support for your argument.
Your assignment must:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•Explore the major approaches to global and multicultural education.
•Discover the international resources devoted to global education.
•Assess the presence and importance of environmental issues that may affect the practices inherent to global education.
•Use technology and information resources to research issues in leadership in global education.
•Write clearly and concisely about leadership in global education using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. 

Click here to view the rubric for this assignment. 
 

Points: 130
 
Assignment 1: Protecting the Environment:

Training in Environmental Law in Indonesia
 

Criteria
 
Unacceptable

Below 70% F
 
Fair

70-79% C
 
Proficient

80-89% B
 
Exemplary

90-100% A
 

1. Differentiate between global and multicultural education and how each was exemplified in this example.

Weight: 25%
 
Did not submit or incompletely differentiated between global and multicultural education and how each was exemplified in this example.
 
Partially differentiated between global and multicultural education and how each was exemplified in this example.
 
Satisfactorily differentiated between global and multicultural education and how each was exemplified in this example.
 
Thoroughly differentiated between global and multicultural education and how each was exemplified in this example.
 

2. Speculate on the salient manner in which the environmental law and enforcement workshop could possibly prepare its attendees to address the myriad of unique challenges that the Indonesian context might pose.

Weight: 20%
 
Did not submit or incompletely speculated on the salient manner in which the environmental law and enforcement workshop could possibly prepare its attendees to address the myriad of unique challenges that the Indonesian context might pose.
 
Partially speculated on the salient manner in which the environmental law and enforcement workshop could possibly prepare its attendees to address the myriad of unique challenges that the Indonesian context might pose.
 
Satisfactorily speculated on the salient manner in which the environmental law and enforcement workshop could possibly prepare its attendees to address the myriad of unique challenges that the Indonesian context might pose.
 
Thoroughly speculated on the salient manner in which the environmental law and enforcement workshop could possibly prepare its attendees to address the myriad of unique challenges that the Indonesian context might pose.
 

3. Hypothesize the extent to which instructional interventions would reduce future degradation of Indonesia’s environment. Provide justification for your hypothesis.

Weight: 20%
 
Did not submit or incompletely hypothesized the extent to which instructional interventions would reduce future degradation of Indonesia’s environment. Did not submit or incompletely provided justification for your hypothesis.
 
Partially hypothesized the extent to which instructional interventions would reduce future degradation of Indonesia’s environment. Partially provided justification for your hypothesis.
 
Satisfactorily hypothesized the extent to which instructional interventions would reduce future degradation of Indonesia’s environment. Satisfactorily provided justification for your hypothesis
 
Thoroughly hypothesized the extent to which instructional interventions would reduce future degradation of Indonesia’s environment. Thoroughly provided justification for your hypothesis
 

4. Prepare an argument that convinces government officials to educate local citizens and lawmakers each to prevent future damage to the environment and provide strategies for improving enforcement of environmental law. Provide support for your argument.

Weight: 25%
 
Did not submit or incompletely prepared an argument that convinces government officials to educate local citizens and lawmakers each to prevent future damage to the environment and did not submit or incompletely provided strategies for improving enforcement of environmental law. Did not submit or incompletely provided support for your argument.
 
Partially prepared an argument that convinces government officials to educate local citizens and lawmakers each to prevent future damage to the environment and partially provided strategies for improving enforcement of environmental law. Partially provided support for your argument
 
Satisfactorily prepared an argument that convinces government officials to educate local citizens and lawmakers each to prevent future damage to the environment and satisfactorily provided strategies for improving enforcement of environmental law. Satisfactorily provided support for your argument
 
Thoroughly prepared an argument that convinces government officials to educate local citizens and lawmakers each to prevent future damage to the environment and thoroughly provided strategies for improving enforcement of environmental law. Thoroughly provided support for your argument
 

5. Clarity, writing mechanics, and formatting requirements.

Weight: 10%

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